EDUCATIONAL GYMNASTICS

Here are some ideas to make the transition easier not only for the teachers but the students who may be timid to the demands of GYMNASTICS . If you coordinate the unit with an adapted approach that utilizes other areas of importance , then the learning process will make the students comfortable . Be creative by encompassing skills in tasks that the students practice in after school hours and at home . This means making yourself aware of those things that they enjoy or are related to Gymnastics . To make this more clear is to understand there are many integral parts . These may include the following :
Apparatus( bars, beam, horse vault , rings, tumbling area)
Tumbling skills

1. Jumps, leaps , turns , twists
2. Proper landing skills( take-off , rebound , landing)
3. Mimetics( locomotor skills/ emulating animals , etc.)
4. Balances( 1,2,3,4, 5 support positions)
5. Lead up tumbling ( on head, hands, feet , arms , elbow)
6. Dance skills( chasse , slide , etc.)
7. Skateboarding( turns, twists , jumps)
8. Track/field( hurdle, jump, step hop, etc.)
9. Rhythmic(hoops, ropes, ball skills)
10. Homemade /adapted equipment
Folded mat to make a hurdle

Mat placed on parallel bars for vaulting

Obstacle course( old tires, hula hoops , ropes, golf tubes
Folded mats for climbing and jump over the vault

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From time to time there will be an example given how to make the students understand that they can perform "gymnastics" and or lead up skills that are integrated with other sport related activities . These ideas will be called GOLDEN NUGGETS .
GOLDEN NUGGET #1 : During an obstacle course/circuit work place a long jump mat with numbers on them . Use this station for jumping skills by practicing a forwardand backward jump for distance. This task is used for the "gymmers" who are tentative.
Explain that the jumping/landing skill is inherent to proper body control
AND , the backward jump task is the first step in teaching a backhandspring. This propulsion in a backward plane is an important part of the skill.

The landing is a vital part - if off balance in a backward motion, that gives the student an opportunity to learn how to fall properly and incorporate another lead up skill (back roll , egg roll, shoulder roll ) ..all skills that teach learning how to fall properly to ward off serious injuries !!!

GOLDEN NUGGET#2 : During an obstacle course , use this as one of the stations:
Place a folded mat like a hurdle . On each turn give the students an opportunity to chose a skill they feel comfortable with , such as :
Hurdle the mat as in a track meet
Jump over the mat and perform a skateboard skill in various twists , turns and body positions
Dive over the mat (gymnastics roll), leap over the mat in a dance skill position.

*** It is important to cover all the areas of interest of the students and it will click in later that" hey , we can do those things ." In this way , they will forget that they are doing gymnastics .
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Before the unit can be completed there should be a rubric of skills for each grade level. It should be done on a sequential basis that leaves an opportunity for adaptation
GOLDEN NUGGET: The crab is a pre-requiste to the back roll as it starts in a backward motion. The frog does the same for the first steps to teach a forward roll as it gives the momentum needed to complete the process. So, the adaption would be these skills to be practiced for the tenative student .
Here is the next sequential order that leads up to the actual tumbling skills :
Frog , shoulder roll , forward roll(bent,straddle , pike), stiff leg roll , no hands /free roll
Crab, shoulder roll , egg roll , back roll(bent straddle, pike)

Frog stand(tripod) , frog hand balance, headstand, forearm stand
Mule kick , short kick handstand , handstand with support( against wall or with spot), handstand
Cartwheel in low sideward plane , gradually increase height, cartwheel
Bridge , walkover, backhandspring
NUGGET : To get the class organized and perform self-testing activities , incorporate the following tasks. It comes replete with an individual task sheet that the students execute each class visit. Divide the class into six(6) groups in the following sequence( 30 sec.):
#1. Jog around the gym
#2. Jump and reach( tape on wall)
#3. Jump ropes
#4. Scooter ab crunch( push scooter out and back) on knees, feet off the floor)
#5. Back push-ups on bleachers
#6. Step up, down, up down on bleachers(step test)
The students perform 30 sec.. go to their paper , write in the reps and switch to the next place on command. Before the circuit begins all students take their resting heart rate. When all tasks are completed , they take their active heart rate. Check each week for personal improvement .
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MISCELLANEOUS SKILLS :
JUMPS/TURNS/BALANCES :
180 * turn , 360 * degrees

Squat jump , straddle , pike( legs straight)
STATION /CIRCUIT EXAMLPES :
#1. Jump on and off horse( turns , skateboard skills, etc.)
#2. Crawl through hoops( see above picture)
#3. Hoop Plyometrics( place hoops on floor like a football gaunlet(tires), execute hops(off 1 or 2 feet)
#4. Balance beam plyometrics( jump side to side the length of the beam)
#5. Tumbling skills( at each students progression level)
#6. Hurdling ( fold a mats) in half and either hurdle the 2-3 mats or perform dance or skateboard turns)
NUGGET: Use a safety "crash" mat to land in correctly for the horse skills. For the older students place a mat over the low Parallel bars with a ruether board( take off board). If a trampoline is available , place it behind the bars with tumbling mats to decrease the bounce for a safe landing .

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TUMBLING ADD-ON-ROUTINES

Before the routine is finalized and performed please use this checklist to make the procedure a smooth transition :

	•	Assemble the class into 5-6 different groups with one team leader per group

	•	Map out the directional areas where the routine will be performed

	•	For best performance - one half of the basketball area should work well

	•	Place mats strategically in areas where tumbling will be done( a wrestling mat works best)

	•	Work together with the group to see what skills will be performed - all skills are welcome that include tumbling , skateboard , dance and track skills

	•	Place all skills and diagrams on a worksheet

	•	Walk through the skills and diagrams and place students where they will be during the routine

	•	EVALUATION / JUDGING :

1. Routine is well organized

2. Next student waiting at the spot where the previous student lands

3. Diagram has been followed

4. Creativity

5. Skills performed at an appropriate level

NUGGET: Students may use music to increase creativity. Judges are the Instructor, Principal, Classroom teacher and other groups in the class.

It is important to place the students in the proper position ahead of time and try to land where the next student is waiting.

***** This concept is called , ADD ON, and brings the entire class together in a project that deems working together. Here are some examples:

DIAGRAM EXAMPLE OF STUDENT PLACEMENT:

	•	Bottom right corner= start (#1)

	•	Upper left = Next student starts(#2)

	•	Upper right = next student(#3)

	•	Middle = next student(#4)

	•	Lower left = next student(#5)

	•	Middle bottom = next student and the finish(#6)

****NUGGET = students may make up their own positions that will start and finish but must be positioned out of the way for advanced tumbling .

In the above example this may be the routine that will be chosen for a starting point :

BOTTOM RIGHT does an advanced skill towards the UPPER LEFT( round-off , 2 backhandsprings).......

UPPER LEFT goes toward UPPER RIGHT and performs (2) forward rolls and a leap(jump).....

UPPER RIGHT executes (2) cartwheels toward the center(middle student)....

MIDDLE performs a hop/step/jump track skill followed by a full turn jump......

LOWER LEFT does a handstand , roll out and a slide/chasse to BOTTOM MIDDLE...

BOTTOM MIDDLE demonstrates (3) skateboard jump/turns to the START POSITION , which is BOTTOM RIGHT...

NUGGET = remember that the skill performed ends up at the designated diagram set forth by the students routine. It must be choreographed in ashort practice session. There should be a list or rubric of skills that can be done . From there , each individual chooses a strength to be executed in the routine.

*****To make it more interesting have the students perform a different "genre" of skills so everybody gets a chance to do something different. That is , the advanced tumbler may do a skateboard skill , while the skateboarder does a basic skill , etc.

This gives the students ownnership and heightens the interest in TEAMWORK .

HERE IS A DIFFERENT VIEW ..........................

VAULTING ADD ON :

#1.....runs up and jump on and off

#2.....runs jump on and off , 180 turn

#3....runs jump on and off , 180 turn , skateboard grab ankles, land

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#1...runs and jumps on with stretched jump

#2...runs , jumps on , stretched jump , 180 turn

#3....runs, jumps on , stretch jump , 180 turn, skateboard grab ankles

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ADD ON EXTRA.....CAN YOU TOP THIS ?

VAULT RUBRIC :

	•	Run , hit bounce/ board , land in crash mat

	•	Run, hit board , bent leg jump , land

	•	Run , board , sraddle jump , land

	•	Run , board , 180 turn , land

	•	Run, jump on and off, land

	•	Run , board , squat through, land

	•	Run , board, straddle legs, land

	•	Run , board , straddle/half turn

	•	Run ,board, handspring9 advanced and older students)

NUGGET = please note that any student may drop out at any time they feel uncomfortable . The object is to complete the rubric in order without an error in form and landing( feet on ground only)..one student goes one after another until that skill is too difficult.

This may be done as part of a circuit or with more than one vauting horse.

***** If a bounce board(beatboard, ruether board) isn't available stack mats(2) in front of the vaulting horse.

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The bottom line is to make all of this FUN . By working together , staying with the rubric of skills , making each student accountable and being creative enought to undestand that each student has something different to offer , will make this unit successful

TUMBLING and LEAD UP ACTIVITIES

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Here are some MIMETICS and LEAD UP TUMBLING SKILLS:

ROLL PROGRESSION

START with FROG JUMP- kick feet

STAY TIGHT - curled up/duck head way under

OPEN UP FROM TIGHT POSITION

Shoulder roll

Incline roll

Forward roll , squat , straddle , pike

Egg roll backwards

Back candle

Shoulder roll

Backward roll , squat , straddle , pike

Frog balance , head and no head on mat

Forearm stand

Mule kick

Short kick handstand

Handstand

Back roll to handstand

Cartwheel

Round off

Handsprings , front and backward
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SKILL PROGRESSION:

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Forward roll

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Log roll

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Frog jump

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Shoulder roll

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Spotting near neck and lower back

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Inclined mat set up

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Backward roll

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Squat position roll to seat , tight body , hands hit floor near ears

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Repeat but place feet in air(candle)

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Back shoulder roll(egg roll)

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Rocking back and forth

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Inclined mat with spotting

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Handstand

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Push up position kick up one leg at a time

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Mule kick while moving(kick both feet)

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Stand- place hands on floor and kick to short handstand(45 degrees)

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Practice against wall(back) or with spotting

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Frog head balance(tripod)

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Spotting at feet and neck(partners)

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Against wall(back/feet)-spotting

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Cartwheel

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Start with a semi-squat into circular plane on a line

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4 point command(foot,hand, foot , hand)

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Spot into side handstand

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Finish 2nd half with spot(waist-cross hands in an "x")

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HANDSTAND DRILLS

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Lay flat on floor with in a straight body line

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Buttocks squeezed , stomach pulled in, toes pointed

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Partner lifts legs off floor(stright)

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Short kick handstand

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Spot with a partner

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Against a wall

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Kick to handstand-balanced by partner- STRETCH-

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The intermediate grades will demonstrate and practice lead up tumbling skills , balance beam , vaulting , station work and obstacle course. They are as follows:

LEAD UP SKILLS
* Forward roll - squat , straddle , pike
* Backward roll - squat , straddle , pike
* Frog balance/tripod - on head , on hands
* Headstand

* Mule kick
* Cartwheel
* Round off
* Short kick handstand - advance will try the handstand
* Handsprings for advanced students
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VAULTING PROGRESSION

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Practice a medium type run for 20-30 feet

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Place a jump/reuther board in front of a crash mat

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Start with a hurdle approach

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Place one foot about 2-3 feet from board/folded mat

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Jump to two feet on board/folded mat

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Knees bent on board - spring off board

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Practice jump and landing skills

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Introduce twists, turns, squats, straddle positions

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Place a short "buck/sidehorse" in front of crash mat

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Jump on and off , landings
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The vaulting skills will utilize a short horse and a safe landing crash mat along with abeat board(ruether) or folded mat:

VAULT PROGRESSION
* Run/approach onto the board and landing in the crash mat
* Execute kinesthetic skills with jumps and turns onto the crash mat
* Squat , straddle and straight body positions off the board/folded mat
* Jump on and off the horse
* Quarter trurn- wolf vault
* Squat or straddle over the horse
* Landing practice - bend knees and maintain balance upon landing/stretch
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BALANCE BEAM PROGRESSIONS

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Practice all skills on the floor first

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Low balance beam- spoting an object for balance(wall, etc.)

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Vary the heights(line on floor, low beam , high beam)

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Practice non-locomotor skills

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Practice locomotor skills

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BEAM SKILLS
# Walk forward , backward , sideward
# Sliding , hopping , galloping , leaping
# Jumps and turms at different levels
# Static balances
# Cat walk
# With/without equipment